Success With Response to Intervention at the High School Level

1. Success With Response to Intervention at the High School Level Farmington High School March 9, 2012

2. Following Along • Wikispaces: • http://fhsrti.wikispaces.com/

3. Welcome & Introductions Ben Kusch, Principal Kristin Scherman, Secondary Literacy Coach Kari Simonson, Reading Specialist Sara Byers-Platt, Reading Specialist Theresa Agerter, Assistant Principal

4. About Us • Farmington High School • Enrollment • Demographics • Recent History

5. Session Overview & Goals: Response to Intervention (RtI) Theory RtI in a Secondary Literacy Context Data Collection and Progress Monitoring Role of Common Formative Assessments Role of Collaboration Role of Purposeful Adult Action and Supervision

6. RtI Overview • What is your current level of understanding in regards to RtI? • “I’ve heard of it, but not much else.” • “I know a little bit about it, but need to learn more” • “I am in the early implementation stages of an RtI initiative/program” • “I am actively implementing an RtI program/initiative in my organization and am curious about what others are doing”

7. RtI Overview • What is your current level of understanding in regards to RtI? • “I’ve heard of it, but not much else.” • “I know a little bit about it, but need to learn more” • “I am in the early implementation stages of an RtI initiative/program” • “I am actively implementing an RtI program/initiative in my organization and am curious about what others are doing”

8. RtI Overview • What is your current level of understanding in regards to RtI? • “I’ve heard of it, but not much else.” • “I know a little bit about it, but need to learn more” • “I am in the early implementation stages of an RtI initiative/program” • “I am actively implementing an RtI program/initiative in my organization and am curious about what others are doing”

9. RtI Overview • What is your current level of understanding in regards to RtI? • “I’ve heard of it, but not much else.” • “I know a little bit about it, but need to learn more” • “I am in the early implementation stages of an RtI initiative/program” • “I am actively implementing an RtI program/initiative in my organization and am curious about what others are doing”

10. RtI Overview • What is your current level of understanding in regards to RtI? • “I’ve heard of it, but not much else.” • “I know a little bit about it, but need to learn more” • “I am in the early implementation stages of an RtI initiative/program” • “I am actively implementing an RtI program/initiative in my organization and am curious about what others are doing”

11. “Typical” RtI Model

12. Initial RtI Model—FHS

13. Background Information New High Stakes Accountability Underperforming Students Lack of a Cohesive and Comprehensive Plan Growing Concern

14. Planning Ahead • Literacy Interventions for Adolescent (High School) Readers • What Research Says • Use of Data • Entrance and Exit Criteria • The Necessity of “And”

15. Planning Ahead • 4 Main Objectives of an Effective Assessment Plan : • Screening • Progress Monitoring • Diagnosis • Evaluation

16. Planning Ahead • Beliefs Around Reading Intervention: • Multiple Data Measures • No Silver Bullet • Variability • Relationships

17. National Reading Panel Berrignger et al. 2006

18. What Came Next: • A Different Approach to Intervention • Variability of Need • With a Scalpel, not a Chainsaw

19. Class Structure: Refined 66 Min. in addition to a regular English Class

20. Class Structure 66 Min. in addition to a regular English Class 22 minutes

21. Class Structure

22. Class Structure 66 Min. in addition to a regular English Class 22 Minutes

23. Mini-Lessons: Vocabulary • Root Trees • Thinking about patterns in words • Morphemes: Roots, Prefixes, Suffixes: Identifying them in words to decode and attach meaning • Word Mapping • Word Diary work These strategies give students the ability to attach meaning to unknown words without having to use a dictionary, or worse…skip the word.

24. Mini-Lesson: Comprehension • Active Reading Strategies • Question • Evaluate/Comment • Connect • Review/Clarify • Predict • Visualize • Respond Beers, Kylene. When Kids Can’t Read: What Teachers Can Do.Portmouth: Heinemann, 2003. Print. Literature: The Reader’s Choice. New York: Glenco/McGraw-Hill, 2002. Print

25. Class Structure 66 Min. in addition to a regular English Class 22 minutes

26. National Reading Panel Berrignger et al. 2006

28. Engagement +Motivation= Success In Order for this to Happen, Interventions Must Provide: • Choice in Reading • Print and Digital Resources that are at the Students’ Independent Reading Levels • Opportunities to Read Independently • Authentic Experiences that Readers can Respond and React to Orally and/or in Writing (Guthrie, 2008)

29. Motivation Connecting Students to Books Through: • Extensive Classroom Library • Showing Book Trailers • Proximity to Media Center • Relationships With Students • Encourage Students to Take Ownership for Their Academic Growth. • Target Their Areas of Need: Assist in Ownership. • Help Them Realize that Reading is for Everyone. • Celebrate Growth

30. Qualitative Data: Success In School Success: • Kids are reading: some outside of class • Students are passing the GRAD test • Last year’s seniors scheduled into Tier II Reading Interventions achieved proficiency Post Secondary Success • Last senior to pass last year made the B honor- roll in college first semester.

31. Quantitative Data: Success

32. Quantitative Data: Success

33. Quantitative Data: Success MAZE Slope Mann Whitney U, p=.27; d=.35 TOSCRF Change Mann Whitney U, p=.003*; d=.89 (M. Burns, 2011)

34. Where We Are Today • Our Current Senior Class • Size: 392 • Number of Students Still Needing to Meet Proficiency Standards on GRAD Reading Exam: 9 • Specifics on Those Nine • None of Those Student Received This Tier II Proficiency Class Last Year. • 8 of them are SpEd and the last student is a recent ELL transfer.

35. Where We Are Today • Our Current Junior Class • Size: 440 • Number of Students Still Needing to Meet Proficiency Standards on GRAD Reading Exam: 17 • Specifics on Those Seventeern • Six are SpEd. • All are Currently Receiving Tier II Reading Intervention.

36. Reflecting : • In Progress • Entrance / Exit Criteria • Resources • Teacher / Student Scheduling • Challenges with the “And, not Or” • What’s next?

39. Farmington Guide to Reading Intervention (6-12)

40. In Summary. . . . • In Progress • Continued work and professional development • Tier I • Tier II • Blending of Tier II and III • Interplay of Mainstream and Special Education • Beyond Remediation • Progress Monitoring • What’s Next?

41. Farmington’s Framework for Customized Learning

42. Contact Information • Ben Kusch • bkusch@farmington.k12.mn.us • Kristin Scherman • kscherman@farmington.k12.mn.us • Kari Simonson • ksimonson@farmington.k12.mn.us • Sara Byers-Platt • sbyers@farmington.k12.mn.us • Theresa Agerter • tagerter@farmington.k12.mn.us